Integrating Local Culture into Problem-Based Learning to Enhance Students’ Critical Thinking Skills in Geometry Transformation

Abstract

This study aims to examine the integration of local culture into Problem-Based Learning (PBL) to develop students’ critical thinking skills in geometry transformation. The research is motivated by the need for meaningful mathematics learning that connects abstract concepts with students’ cultural contexts. Local cultural elements, particularly Malay cultural artifacts and traditional games, were integrated into geometry transformation problems to create authentic and contextual learning situations. This study employed a qualitative descriptive approach involving junior high school students. Data were collected through observation, student worksheets, and interviews, and were analyzed based on indicators of critical thinking skills, including analyzing problems, synthesizing information, identifying and solving problems, and drawing conclusions. The results indicate that the integration of local culture in PBL encourages active student engagement and supports the development of critical thinking skills in learning geometry transformation. Students demonstrated improved ability to interpret problems, apply transformation concepts, and provide logical reasoning grounded in real-life cultural contexts. Therefore, culture-integrated PBL can be considered an effective learning approach to enhance students’ critical thinking skills in mathematics learning, particularly in geometry transformation topics.